Conference Session

Strategies for Building Engineering Education Research Capabilities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Cady, National Academies of Sciences, Engineering, and Medicine; Russell Korte, The George Washington University; Karl A Smith, University of Minnesota, Twin Cities

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

Session as did the desireof the organizers – Karl Smith, Ruth Streveler, and Rocio Chavela Guerra – to pass the torch.The Engineering Education Community Resource maintained by Adam Carberry and KenYasuhara provides up-to-date information on most aspects of the community, e.g., graduateprograms, conferences, employment opportunities, resources for researchers, and much more.We suggest that the participants of this panel consider the potential opportunities and affordancesof in-person networking sessions at engineering education conferences.Research on Engineering Education for Practice (REEP)Reasoning that an important outcome of engineering education is the preparation of students topractice engineering after graduation, there is growing

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Williams, University of California, Berkeley; Denia Djokic, University of Michigan

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

that are embedded in how students train in the field and practice of nuclear engineering.We present here an analysis of embedded value systems in core textbooks typically used inundergraduate and graduate nuclear engineering studies in the US, specifically looking at what isconsidered essential to being a nuclear engineer. Key themes discussed are engineering asproblem solving, the relevance of multidisciplinarity, and the authoritative nature of knowledge.The analysis considers the context in which the textbooks were written and how the embeddedworldview found in the textbook shapes the current landscape of nuclear engineering education,research, and practice. We analyze what nuclear engineering students are implicitly taught abouttheir roles